Game Changers: Preventing

and Responding to Problem

Behaviors in the Classroom Heather Peshak George, Ph.D.

University of South Florida

July 23-25, 2012 Maryland PBIS Summer Institute 2012: Ellicott City, MD

• Children are coming to school with skill deficits, learned inappropriate social interaction strategies, lack of opportunity to practice pro-social skills at home and in their communities

• Rates of problem behavior continue to increase

• Educators engage in discipline practices that do not change behavior. “Getting tough” on discipline.

• Lack of discipline is one of the biggest problems facing public schools

• More time is being spent on reactive classroom and behavioral management and less time on academic instruction

• Technology for developing and sustaining proactive and structured learning environments exists

(Biglan 1993, 1995, Dishion & Andrews 1995, Dishion, Patterson, Stoolmiller, & Skinner 1991, Patterson, Reid, & Dishion,

1992), Koop & Lundberg, 1992), (Mayer 1995, Mayer & Butterworth 1979, 1981, Mayer, Nafpaktitis, Butterworth, &

Hollingsworth, 1987), (National Educational Goals Report 1996), (Baker & Zigmond 1990), (Colvin, Kameenui, & Sugai 1993;

Gottfredson, 1997)

Current Trends

SWPBS

Systems

Classroom

Non-classroom Family

Student

4

Positive Behavior Support

Guiding Principles:

• Multi-Tiered System of Supports (MTSS)

• Evidence-based instruction and intervention

• Teach and reinforce appropriate behaviors

• Data-based problem-solving

• Progress monitoring

• Enhance social and learning outcomes for all students

5

ACADEMIC and BEHAVIOR SYSTEMS

Tier 3: Intensive, Individualized Interventions & Supports The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and behavior instruction and supports.

Tier 2: Supplemental Interventions & Supports More targeted instruction/intervention and supplemental support in addition to and aligned with the core academic and behavior curriculum.

Tier 1: Core, Universal Instruction & Supports General academic and behavior instruction and support provided to all students in all settings.

Multi-Tiered System of Supports (MTSS)

(FL RtI State Transformation Team, Dec. 2009)

6

What We Already Know

• Inappropriate behaviors can be changed.

• Effective environments can be created to change behavior.

• Changing environments requires changing adult behavior.

• Adult behavior must change in a consistent and systematic manner.

• Support systems are essential for both students and adults.

7

Changing the triangle:

Think of the lava as

children moving

across the continuum

Intensive

Supplemental

Primary/Universal

Response to Intervention for Behavior

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Response to Intervention for Behavior

• Three main components of RtI:

– Problem solving process

– Data system

– Multi-Tiered model of support delivery

• Services are matched to student need

• Resources are used wisely

9

Why this is important:

“Responding” to Interventions

• If a student is identified as needing Tier 2 supports, but spends a lot of time in an environment that generates a high rate of problem behavior…the environment likely contributes to the student’s “problem”

• Or if that student spends a lot of time with adults who don’t teach or reward appropriate behavior…that student hasn’t contacted the Tier 1 interventions

• In either case, we can’t say the student had a poor response to the intervention, because the intervention wasn’t implemented with fidelity.

– The responsibility is on the adults in the school to arrange effective environments.

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In Other Words…

• We organize our resources – Multi-Tier model

• So kids get help early – Actions based on outcomes (data!), not procedures

• We do stuff that’s likely to work – Evidence-Based interventions

• And make sure they’re successful – Progress monitoring

– Problem-Solving process

– Increasing levels of intensity

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Classroom PBS Emphasizes

• Using data to make decisions

• Implementing preventative strategies

• Teaching & recognizing appropriate

behavior

• Implementing responding strategies

• Using effective classroom practices

• Monitoring & evaluating progress

Benchmarks of Quality:

Classroom Items (Kincaid, Childs & George, 2005; 2010)

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms

43. Classroom routines and procedures are explicitly identified for activities (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

44. Expected behavior routines in classrooms are taught

45. Classroom teachers use immediate and specific behavior praise

46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behaviors

47. Procedures exist for tracking classroom behavior problems

48. Classrooms have a range of consequences/interventions for problem behavior that are documented and consistently delivered

13

Setting up your System

• Establish a classroom PBIS system that is congruent with your existing SWPBS (Tier 1) system

• Faculty need to understand how the two are aligned and interrelated

– Work to tie the two systems together!

– Refer to Classroom Resources of FLPBS Project website

• Students need to understand that this is an extension of the Tier 1 PBIS system

Ineffective instruction and poorly structured environments

may set the stage for poor student outcomes.

15

Building a Foundation for RtI

Response to Intervention – Classroom Level PBS is a

critical step in RtI models

• Prevention

• Tools for remediation

• Room for accommodation

– Classroom strategies should be included EARLY in hierarchy of supports

Tier 1/Universal

Classroom

Small groups of

students

Individual

Students

Rough day

in the

classroom

Classroom Assessment/Assistance Tool

http://flpbs.fmhi.usf.edu/resources_classroom.cfm

Ecological

Curriculum

& Instruction

Behavior

Systems

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Classroom

Assessment/Assistance Tool

• Used as an interview or teacher self-eval

• Areas include:

Ecological:

-Physical Setting

-Scheduling

-Socialization

Curriculum & Instruction:

-Instructional Planning & Delivery

Classroom Behavior:

-Defining &Teaching

Behavior

-Reward Systems

-Consequence Systems (RtI)

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Self-Assessment:

Consequence Systems Are data on student performance displayed prominently?

Are the consequences for rule violations preplanned?

Are consequences delivered consistently, respectfully, and in a

timely manner?

Are students reminded of their choices in a calm, positive manner

prior to escalation in behavior?

Is there a formal system for communicating and involving parents

that does not rely entirely on students as the messengers?

Are there positive strategies in place to strengthen home/school

partnership?

Are there additional strategies for students who do not respond to

class wide expectations?

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More specifically…

I use a continuum of strategies to respond to

inappropriate behavior

I provide specific, contingent, and brief error

corrections for academic and social errors.

In addition, I use the least restrictive

procedure to discourage inappropriate behavior (differential reinforcement,

planned ignoring, response cost, time out)

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EVIDENCE-BASED PRACTICES

IN CLASSROOM MANAGEMENT

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Top 5 Classroom Practices

1. Maximize structure in your classroom.

2. Post, teach, review, monitor, and reinforce a small number of positively stated expectations.

3. Actively engage students in observable ways.

4. Establish a continuum of strategies to acknowledge appropriate behavior.

5. Establish a continuum of strategies to respond to inappropriate behavior.

(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)

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1. Maximize structure in your classroom.

• Develop Predictable Routines – Teacher routines

– Student routines

• Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: – Arrange furniture to allow easy traffic flow.

– Ensure adequate supervision of all areas.

– Designate staff & student areas.

– Seating arrangements (groups, carpet, etc.)

2. Post, Teach, Review, Monitor, and

reinforce a small number of positively

stated expectations.

Establish

Teach

Prompt Monitor

Evaluate

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• A small number (i.e., 3-5) of positively

stated rules. Tell students what we want

them to do, rather than telling them what we do not want them to do.

• Publicly post the rules.

• Should match SW Expectations

Behavioral expectations/Rules Establish

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• Operationally define what the rules look like

across all the routines and settings in your

school.

• One way to do this is in a matrix format.

• This matrix should compliment your school-

wide matrix, but be specific to your

classroom setting.

Behavioral expectations/Rules Establish

Rules within Routines Matrix

Routines

Rules

Entering

Classroom Seat Work

Small

Group

Activity

Leaving

Classroom

Respect

Responsibility

Safety

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Rules and Expectations

42. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms

• DEVELOPED BY THE CLASSROOM TEACHER

• Aligned to the school-wide expectations

• Positively stated

• Limited in number (maximum 5)

• SWPBS Team may review rules for adherence to guidelines

Example:

– BE RESPONSIBLE • Complete all assignments

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Routines and Procedures

43. Classroom routines and procedures are explicitly

identified for activities (e.g. entering class, asking

questions, sharpening pencil, using restroom,

dismissal)

Proactively identified, taught, and rehearsed

– Turning in assignments

– Bathroom breaks/Hall passes

– Sharpening pencils

– Working with another student

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• Provide students with visual prompts (e.g.,

posters, illustrations, etc).

• Use pre-corrections, which include “verbal

reminders, behavioral rehearsals, or

demonstrations of rule-following or socially

appropriate behaviors that are presented in or

before settings were problem behavior is

likely” (Colvin, Sugai, Good, Lee, 1997).

or remind students of the rule Prompt

Active Supervision (Colvin, Sugai, Good, Lee, 1997):

»Move around

»Look around (Scan)

» Interact with students

»Reinforce

»Correct

students’ behavior in natural context Monitor

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Reasons for Teaching Behavior

• Problem behaviors often occur due to • Skill deficits

• Performance deficits

• Skills are not taught in context

• Skills are not rewarded and encouraged consistently

• To learn a new behavior, it needs to be repeated an average of 8 times

• To unlearn an old behavior and replace it with a new

behavior, it must be repeated an average of 28 times - Harry Wong

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• Collect data

– Are rules being followed?

– If there are errors, • who is making them?

• where are the errors occurring?

• what kind of errors are being made?

• Summarize data (look for patterns)

• Use data to make decisions

the effect of instruction Evaluate

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Tracking

47. Procedures exist for tracking classroom

behavior problems

PBIS: • Discover patterns so that we can change the behavior

before it results in more severe behavior or

consequences

• Monitor consequences delivered to see if they are

effective in modifying the behavior

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3. Actively engage students in observable ways.

Provide high rates of opportunities to respond

Consider various observable ways to engage

students

Link engagement with outcome objectives

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Range of evidence based practices

that promote active engagement

Direct Instruction

Computer Assisted Instruction

Class-wide Peer Tutoring

Guided notes

Response Cards

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4. Establish a continuum of strategies to

acknowledge appropriate behavior.

• Specific and Contingent Praise

• Group Contingencies

• Behavior Contracts

• Token Economies

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Specific Behavior

Praise and Acknowledgement

45. Classroom teachers use immediate and specific behavior praise – Name behavior and expectation observed

– Give positive verbal/social acknowledgement

– Give out ticket/token for access to reward system

46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behaviors – Ratio of positive statements to corrective

statements is high (at least 4:1)

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Rewarding Expected Behavior

• Serves as a teaching tool • Provide feedback on appropriate behavior

• Makes appropriate behavior more likely to occur • Catch students in the act, create momentum

• Builds positive student/teacher relationships, school

climate

• Counteracts negative peer influences

• Increases internal motivation in unmotivated

students

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Rewards

Social

• Time w/ friends

• Verbal praise

Activity

• Teacher assistant

• Art project

• School dance

• Staff/student games

Sensory

• Lights, temperature,

music, seating

Escape

• “1-Minute Ticket”

• Homework pass

• Library pass

Tangible

• Edibles

• Materials

• Praise notes, pencils,

notebooks, stickers,

photos, T-Shirt

• Tokens

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Reward Recipients

• Students • Teach how rewards will be earned

• Every appropriate behavior will not be rewarded

• Solicitations will not result in a reward

• Staff • Reward for using the system

• Monitor fidelity of system use

• Signatures, color coding, each staff assigned a number, etc.

• Solicit ongoing feedback

• Families • Reward for attending parent/teacher conferences

• Ensuring homework is completed

• Student attendance, on-time to school, dress code followed

• Solicit ongoing feedback

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Guidelines for Providing Rewards

When • Immediately after the target behavior occurs (expectation)

• Frequently after teaching an expectation

• In problem locations or situations

Avoid • Long delays between the display of positive behavior and reward

• Only quarterly or semester events

• Use as part of the reward hierarchy

General • Students should always be eligible to earn a reward

• ‘No’ parties should not be used in isolation

• tardies, referrals, dress code violations, etc.

• Some students may need shorter time intervals between rewards

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How to Reward

• Name the behavior and expectation observed

• Provide positive acknowledgement • Consider age and student preference

Example:

“David, when you helped Susan with her tray you were

being respectful and responsible. You earned a Wild

Cat dollar for being such a great helper.”

Refrain from taking or threatening to take away

a reward once it has been earned

45

Reward System Guidelines

• Teach

• What behaviors will earn rewards

• How and when to reward

• Behaviors to reward, priority locations

• Offer a variety

• Establish a hierarchy

• Survey students and families for ideas

• Make it as easy as possible

• Use and share data

• Decrease in problem behaviors

• Increased participation in reward events

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• Error Corrections

• Differential Reinforcement

• Planned ignoring

• Response Cost

• Time out from reinforcement

5. Establish a continuum of strategies to

respond to inappropriate behavior.

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Range of Consequences

48. Classrooms have a range of consequences/interventions for problem behavior that are documented and consistently delivered

• Clearly identify where various behaviors will be managed (coherent discipline flowchart)

– Classroom vs. office referral

• Develop an array of responses to problem behaviors

• Opportunities for students to learn and/or practice more acceptable behaviors

48

EFFECTIVE DISCIPLINE

PROCEDURES

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Defining Behavior

Behavior

• Anything we say or do (observable)

• Response to one’s environment (antecedents)

• Serves a function or purpose (motivation)

• Results in a desired outcome

(consequence/reinforcer)

• Predictable

• Learned (teach replacement behaviors)

• Can be changed

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ABCs of Behavior

Antecedents • Events in the environment that occur prior to

behavior

Behavior

• Observable, measurable actions

Consequences

• Event or response immediately following the

display of a behavior

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ABCs and Problem Behavior

Antecedents: Events in the environment that occur prior to behavior

• Examples:

• Limited staff presence in the hallway, cafeteria, playground, etc.

• Inadequate teaching or review of the Tier 1 expectations

Behavior: Observable, measurable actions

• Examples:

• Pushing (Be safe) in the hallway, cafeteria, playground, etc.

• Name calling (Show respect) during class activities

Consequences: Event/ response immediately following the display of a

behavior

• Examples:

• Students are re-taught expectations

• Restitution activity

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Using ABCs to Identify Interventions

Antecedents

• Increases the likelihood specific behaviors will occur

• Informs interventions (prevention)

Behavior

• Informs which Tier 1 expectation to teach

Consequences

• Reinforces behavior

• Helps determine function (motivation) of the behavior

• Informs effective responses

53

Examples:

ABCs to Identify Interventions

Antecedents: Environmental events that occur prior to behavior

• Examples:

• Increase staff presence in the hallway, cafeteria, playground, etc.

• Teach and review Tier 1 expectations on a regular basis

Behavior: Observable, measurable actions

• Examples:

• Students walk appropriately in common areas (Be safe)

• Students appropriately engage peers during class activities (Show

respect)

Consequences: Event/response immediately following a behavior

• Examples:

• Students earn Tier 1 reward (Warrior coupon) for walking appropriately

in common areas

• Students earn extra recess time for engaging their peers appropriately

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Determining Function of Behavior

Why is the problem behavior occurring?

• Get/Obtain or Escape/Avoid • Attention - peer or adult

• Tangible - object, task, activity

• Sensory stimulation

Develop Hypothesis (Why)

• When antecedent occurs, students engage in behavior. As a result, students function.

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Examples of Function

• 20% of the students in class engage in disruptive behavior (tearing up paper, walking around the room) to avoid the task.

• 10% of the students in class engage in disruptive behavior to gain peer attention.

• Two students in class disengage, put head on desk, closes eyes to avoid adult attention.

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Defining Incident Levels

• Office-Managed Incidents (Majors) • Handled by the administration

• Physical fights, property damage, weapons, tobacco

• Teacher-Managed Incidents (Minors) • Handled quickly and efficiently

• Typically by the classroom teacher

• Handled where incident occurred

• Tardy, lack of materials, incomplete assignments, gum chewing

• Crisis Incidents • Require an immediate response from administration and/or

crisis response team • Bomb Threats, weapons alerts, intruder, fire evacuations, etc.

*Consult district and school policies for crisis incidents

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Preventing Problem Behavior

• Develop positive relationships with students

• Ongoing teaching & rewarding

• Active supervision

• Modify the environment

• Traffic flow, tempting materials, line of sight, organization, visual boundaries

• Change schedule

• Interesting & engaging instruction (adapt curriculum, special assignment, tutoring, computer/ internet work, cell phone assignment, role play)

• Prompt students

• Provide choices

58

Responding to Problem Behavior

• Identify consequences in advance • Increase effectiveness

• Agreement on teacher- vs. office-managed behaviors

• Consensus on range of actions

• Improved data collection

• Multiple options address a variety of functions

• Administering consequences • Match the severity of the offense

• Include opportunities to learn & practice appropriate alternatives

• Be monitored to ensure they are effective

• Be aligned with

• Tier 1 expectations

• Clearly defined rules

• A system for teaching & rewarding expectations & rules

*Refrain from taking or threatening to take away an earned reward*

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Responses to Problem Behavior

Examples

• Eye contact

• Proximity control

• Remind/re-teach

expectation or rule

• Re-direct to task

• Reward around the

student

• Create opportunity for

active engagement

• Self-Monitoring

• Let the student save

face

• Use cool-off pass

• Use (genuine) humor

• Change the student’s

seat

• Give students choices

• Give the student a

responsibility

60

Disciplinary Actions

Examples • Conference with student

and/or parent

• Failure to earn a

privilege or reward

• Student Contracts

• Misc. Page 38

• Loss of privileges

• Reflective activities

• Restitution/apology

• Mini-courses

• Counseling

• Peer Mediation/Teen

Court

• Community service

• Parent supervision

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Administering a Referral

Deliver in private using a neutral, calm tone

• Name problem behavior

• Provide feedback on behavioral error

• State Tier 1 expectation

• Model expected behavior

• Ask student to demonstrate behavior

• Provide acknowledgement to student

• Follow discipline referral process

62

Using Major and Minor Referrals

• Efficient and effective tools for data-based problem-solving to identify:

• Tier 1 problem behaviors

• Skills to be taught/rewarded

• Individual students

• One behavior at a time

• If multiple behaviors occur, record the most problematic

• Completed by staff who witnessed incident

• Documents impact on academic engaged time (AET) • Time-Out

• Think Area or Problem-Solving Room

• Student sent home early

63

Referral Forms and Behavior Change

Provide information to answer the following questions

• What behaviors need to be taught/re-taught and/or rewarded?

• Where should interventions be focused? • Is there one setting that is more likely to reflect inappropriate

behavior?

• When are the behaviors most and least likely to occur?

• Why is the behavior occurring? • What is motivating to the students?

• What interventions have been used to address the problem

behaviors?

• Were the interventions effective? • Did they reduce the occurrence of problem behavior?

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Discipline Referral Process

• Encompasses definitions, responses, & forms

• Implemented with fidelity to facilitate data-based problem-solving

• Facilitates consistency in discipline across campus

• Avoids long delays between the behavior and the disciplinary action

• Communicates with stakeholders • Staff involved

• Families: inform families directly

• Students: remind them of their responsibilities

• Establishes re-entry procedures for staff and students to follow

Verbal Warning

Re-state Expectation/Rule

SAMPLE INTERVENTIONS

Seating Change

Student Conference

Parent Contact

Student Contract

Redirection

Proximity

Loss of Privilege

Restitution

Apology

Verbal & Non-Verbal Prompt

Reward Alternate Behavior

For Office Referrals attach completed

copies of classroom behavior reports

Student conference

Re-teach expectation

Parent contact

Detention

Refer to guidance

In-school suspension

Out school suspension

Recommend for expulsion

Admin determines

consequence

Copy of referral given to teacher/staff

Copy retained at school

Copy of referral sent to parent via student

Write a referral &

escort student to

office

IS THE

INCIDENT

MANAGED

IN THE ... Behavior

stops no

further

action

OFFICE CLASSROOM

2nd Step (same behavior)

Re-teach Expectation, begin classroom behavior report/apply intervention

4th Step ( same behavior)

Continue classroom behavior report. Contact a peer, guidance, or admin

for further intervention/suggestions

3rd Step (same behavior)

apply intervention

contact parent

5th Step ( same behavior)

Refer to guidance or complete office referral

form

Write a referral & escort student to office

Behavior

stops no

further action

Behavior

stops no

further

action

Behavior

stops no

further

action

Teacher Completes

Classroom

Assessment Tool

(CAT) to assess

variables in

classroom that may

be promoting

problem behavior (i.e.. ecological,

classroom

behavior system, &

curriculum/

instruction)

Martin County Schools: Hidden Oaks MS

Misc. Page 49

Comprehensive Approach to Discipline

• Teach & reward appropriate behavior

• Engage in active supervision

• Address environment, curricula, and instruction

• Use pre-corrections/ prompts (verbal,

visual, physical)

• Communication

• Re-Entry Procedures Follow-Up

Respond

• Instruction tied to Tier 1 Expectations

• Practice appropriate alternatives

• Hierarchy of consequences (severity,

motivation)

• Verbal de-escalation (CPI Institute)

• Monitor effectiveness

Prevent

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Outcomes of Successful

Classroom PBIS

• Significant reduction in problem behavior

• Students are more engaged

• Students complete assignments/tasks

• Students follow classroom expectations & routines

• Teacher comments are positive

• Small number of students need additional behavior support

68

Questions

Enroll now for Fall 2012!

Courses taught by:

Don Kincaid,

Heather George,

Lise Fox, Kwang Sun-

Blair

Completely on-line

Program web site at:

http://pbs.cbcs.usf.edu/

70

Resources

Heather Peshak George, Ph.D.

– FL PBS: RtI:B Project at USF

– Co-PI, Co-Director & PBIS Research Partner

Phone: (813) 974-6440

Fax: (813) 974-6115

Email: flpbs@fmhi.usf.edu

State Website: http://flpbs.fmhi.usf.edu

National Website: www.pbis.org

Association on PBS: www.apbs.org